Learning strategies and their relationships to academic performance of high school students in Hong Kong

Yip, Michael C. W.

doi:10.1080/01443410.2013.794493

Cited by 16 publications

(10 citation statements)

References 27 publications

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“…This suggests that CS was successful in narrowing the achievement gap between boys and girls because, as young girls, learners tend to be attracted to technology more than their older generation (Mavhunga, Kibirige, Chigonga & Ramaboka, 2016). This is in line with Baker's (2013) and Michael's (2013) findings regarding strategies focusing on learners' interests. In addition, learners benefit through engagement with concepts especially when they do practical work through "interactions, hands-on activities, and application in Science" (Hampden-Thompson & Bennett, 2013).…”

Section: Eurasia J Math Sci and Tech Edsupporting

confidence: 91%

Grade 10 Learners’ Science Conceptual Development Using Computer Simulations

Kibirige

Tsamago

2019

EURASIA J MATH SCI T

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This study explored Grade 10 learners' science conceptual development when conducting practical work using Computer Simulations (CS) and compared achievements with those from Traditional-Chalk-and-Talk (TCT). A pre-and post-quasiexperimental research design was used. 53 learners were assigned to the Experimental Group (EG) and 52 to the Control Group (CG). The EG was taught using CS, while CG used TCT. Interviews were used to identify learners' experiences after interventions. The overall results show that learners in EG enjoyed science and developed conceptual understanding better than those in the CG (T-test, p < 0.05), (ANCOVA, p < 0.01). The achievements of girls (M=54.60, SD=10.93) and boys (M=54.39, SD=7.90) in EG after intervention were not significantly different t (51) =-0.08, (p < 0.05). Despite the high learner-to-computer ratio environment, these results compare well with those of low learner-to-computer ratio and this is good news to developing countries where there are limited resources.

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Section: Eurasia J Math Sci and Tech Edsupporting

confidence: 91%

Grade 10 Learners’ Science Conceptual Development Using Computer Simulations

Kibirige

Tsamago

2019

EURASIA J MATH SCI T

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“…En este estudio también se ha analizado los enfoques de aprendizaje. Los resultados indican una asociación entre el enfoque por el que opta el estudiante y el rendimiento muy débil, encontrándose en la misma dirección que los obtenidos por otros investigadores (Escanero, Soria, Escanero, & Guerra, 2013;Freigberg & Fernández, 2013;González, del Rincon Igea, & del Rincón Igea, 2011;Ortiz & Canto, 2013;Ossa & Lagos, 2013;Wilkinson, Boohan, & Stevenson, 2013;Yip, 2013).…”

Section: Discussionunclassified

“…Junto con las atribuciones, también las investigaciones señalan que la manera de enfocar las actividades incide en el rendimiento académico (Escanero, Soria, Escanero, & Guerra, 2013;Freigberg & Fernández, 2013;González, del Rincon Igea, & del Rincón Igea, 2011;Ortiz & Canto, 2013;Ossa & Lagos, 2013;Wilkinson, Boohan, & Stevenson, 2013;Yip, 2013).…”

Section: Enfoque De Aprendizaje Y Rendimientounclassified

Estudio Predictivo del Rendimiento Matemático en PISA 2012: Enfoque de Aprendizaje Frente a la Atribución del Fracaso

Herreras¹

2019

REV IBEROAM DIAGN EV

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ResumenLas matemáticas son críticas para el desarrollo del individuo, siendo varias las variables que pueden predecir un bajo rendimiento en esta competencia. El objetivo del estudio es analizar y predecir el rendimiento matemático en función de atribuciones al fracaso y el enfoque de aprendizaje. Se ha optado por un diseño descriptivo basado en la aplicación de un cuestionario. La asociación entre atribuciones y enfoque de aprendizaje con rendimiento en matemáticas es muy baja pudiendo considerar la independencia de dichas variables y una relación muy débil. La asociación más alta con la competencia matemática, se establece con: "Mi profesor no explicó bien los conceptos esta semana" [2=.103; p<.001] y "Partes importantes vs. Conocimientos previos vs. Aprender de memoria" [2=.155; p<.001]. Los estudios de predicción indican que las atribuciones tienen mayor capacidad predictiva del rendimiento matemático. Se recomienda la importancia de trabajar el estilo atribucional para optimizar el rendimiento de todos los estudiantes. AbstractMathematics is critical in the development of the individual. There are several variables that can predict student's future poor performance in the competence of mathematics. The aim of this study was to analyse and predict student's future mathematical performance according to: student's attributions of failure and student's approach to learning. In this study, we used a descriptive research design using survey research based on the application of a questionnaire. The association between student attributions of failure and student's approach to learning, with a focus on performance in mathematics, is very poor considering the independence of these variables and that they are negligibly related. Results in this study, the highest association with mathematical competence is established with: "This week, my teacher did not explain the concepts well enough for me to properly understand them" [2=.103; p<.001] and "Essential aspects vs. Prior knowledge vs. Learning from memory" [2=.155; p<.001]. Studies on predicting student's performance indicate that student's attributions have a greater predictive capacity for mathematical performance. The importance of operating with the attributional style in optimising student performance in the whole class is recommended.

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“…La investigación sobre estos temas ha arrojado evidencias que permiten Dourado, Leite, & Soares, 2010;García Rembao, 2009;Khan, 2009; Martín del la vez, su relación con el rendimiento académico y su predicción (e.g. Abalde, Barca, Muñoz, & Ziemer, 2009;Camacho, ChiappeLaverde, & López de Mesa Fernández, 2012;Escanero Marcén, Soria, Escanero Ereza, & Guerra Sánchez, 2013;Fernández González, Martínez Conde, & Melipillán Araneda, 2009;Ortiz Ojeda & Canto Herrera, 2013;Ossa Cornejo & Lagos San Martín, 2013;Wilkinson, Boohan, & Stevenson, 2013;Yip, 2013).…”

Section: Estilos Estrategias Y Enfoques De Aprendizajeunclassified